Rachel Menzies

Encourage students to get the for-loop counter right before adding code inside the for loop this will reduce the amount of time spent troubleshooting for-loops and ensure students are scaffolded well.

Share Encourage students to get the for-loop counter right before adding code inside the for loop this will reduce the amount of time spent troubleshooting for-loops and ensure students are scaffolded well. with Facebook Share Encourage students to get the for-loop counter right before adding code inside the for loop this will reduce the amount of time spent troubleshooting for-loops and ensure students are scaffolded well. with Twitter

Misconception: Students sometimes will use reserved keywords as variable names.

Share Misconception: Students sometimes will use reserved keywords as variable names. with Facebook Share Misconception: Students sometimes will use reserved keywords as variable names. with Twitter

Show students to separate the for-loop header from the for-loop content when discussing how many times a for-loop loops because students can get overwhelmed, but need to be able to separate the conditional from the loop’s content.

Share Show students to separate the for-loop header from the for-loop content when discussing how many times a for-loop loops because students can get overwhelmed, but need to be able to separate the conditional from the loop’s content. with Facebook Share Show students to separate the for-loop header from the for-loop content when discussing how many times a for-loop loops because students can get overwhelmed, but need to be able to separate the conditional from the loop’s content. with Twitter

Misconceptions: Students have difficulty with loops partially because the motivation for looping a small number of times seems insufficient.

Share Misconceptions: Students have difficulty with loops partially because the motivation for looping a small number of times seems insufficient. with Facebook Share Misconceptions: Students have difficulty with loops partially because the motivation for looping a small number of times seems insufficient. with Twitter

Motivate for-loops by having students informally describe how to draw a set of 5 shapes, then having them turn this description into pseudocode to practice for-loops.

Share Motivate for-loops by having students informally describe how to draw a set of 5 shapes, then having them turn this description into pseudocode to practice for-loops. with Facebook Share Motivate for-loops by having students informally describe how to draw a set of 5 shapes, then having them turn this description into pseudocode to practice for-loops. with Twitter

Having students trace a simple program for drawing a set of squares in Processing to introduce loops and strengthen student understanding for-loops with a body of code through practice.

Share Having students trace a simple program for drawing a set of squares in Processing to introduce loops and strengthen student understanding for-loops with a body of code through practice. with Facebook Share Having students trace a simple program for drawing a set of squares in Processing to introduce loops and strengthen student understanding for-loops with a body of code through practice. with Twitter

Show a variety of for loops conditionals (e.g., < vs. <=; different variable names, different start values, different increment operations) to avoid common misconceptions about loops.

Share Show a variety of for loops conditionals (e.g., < vs. <=; different variable names, different start values, different increment operations) to avoid common misconceptions about loops. with Facebook Share Show a variety of for loops conditionals (e.g., < vs. <=; different variable names, different start values, different increment operations) to avoid common misconceptions about loops. with Twitter

Subscribe to Rachel Menzies